Conditions of Use
As a text addressing rhetoric and the devices intrinsic to this, the authors' task, I would assume, would be, firstly, to explain and define the term, introduce the term as deriving from the Greek, and follow with how rhetorical strategies have... read more
As a text addressing rhetoric and the devices intrinsic to this, the authors' task, I would assume, would be, firstly, to explain and define the term, introduce the term as deriving from the Greek, and follow with how rhetorical strategies have been employed by writers and orators alike. This should be included in the introduction, which may offer a graphic or visual to make it clear and interesting to students. A recent example that might be included would be one of Obama's speeches, as he was regarded as an orator, rhetorician, akin to JFK and MLK. All three men made use of striking rhetorical devices as the art of persuasion. Next, would be to examples of writing stratgies, including the hueristics used for generating ideas to write about; these strategies, otherwise known as brainstorming or pre-writing techniques are a critical piece of a beginning composition class and must be addressed for students to understand the nature of a writing class and how thinking and writing progress. For this, the text could include the step ladder of Bloom's Taxonomy, which has not changed, no matter how dated. The concept of outlining is absent, except for reverse outlining, as are the methods of intoduction; although the authors discuss what not to do in the introduction, but that does not present methodology. I do appreciate the inclusion of the Toulmin method and need for evidence in the section on argument. Perhaps more time should be devoted to the idea of a thesis, since this is always a difficult concept and needs a chapter on its own. As for revision, editing, and proofreading, some examples of students' drafts and their revisions would help more than the explanation, since that is how the majority of people learn. The rhetorical modes seem acceptable, and attaching the rubric is helpful, although perhaps, a chart might be more visually appealing, and a better percentage than 10% of the grade on the rubric for grammar, since grammatical errors must weigh into the grade, so that students may continue to improve in this category. Perhaps suggest that they have an account with Grammarly, so that they may work on their weaknesses. I have had success with this. I like the idea of including the SLOs and the goals for each assigned paper, since that adds a focus. Regarding the presentation and explanation of each mode, each seems to include some great examples of professional essays that meet the criteria, as well as student essays, which are instructive, and, lastly, offer a chance for the writer to take a turn writing in this mode. Providing videos for exercises in grammar is beneficial and interesting; however, it seems that the quizzes page is not working, and while a composition class does not explicitly teach grammar, from recent pedagogy, this is shifting, so some worksheets would be helpful. The glossary needs to include a variety of terms, some more complex than what has been included here. Overall, the text addresses key concepts for this class; yet, some embellishment would not hurt.
The text seems overall to be accurate and unbiased, and I did not notice a need for revision; but, as suggested, some additions may be helpful for a diverse group of learners.
While the content has not changed over the years and is a constant in a writing class, we have increasingly become a visual society, with image playing a critical role; albeit in everyday life or in the interpretation of a text, so my suggestion would be to add some graphics as supplementary materials to hopefully engage a wider and more diverse population. Some photos, art work, graphic organizers may help students visualize their purposes and goals. The rhetorical triangle, for one, comes to mind, as an example.
The text is clear and seems to provide adequate context; however, the phrases in boxes chosen to accompany each mode could be explained and given more emphasis so that students know that these phrases are important and must be used as part of the strategy. Also , the rubric for discussion is a chart, so why not include something on that order for the papers. It imay be easier to see and to understand the requirements of. Again, breaking up the text here and there would help students digest the necessary prose.
The text is consistent in its approach to rhetorical modes, perhaps too much so, and some deviation might pique the students' interest level, rather than the predicatability of the chapters; in other words, some balance between consistency and unpredictability, which is difficult to achieve, but not impossible. The terminology is sufficiently explained but could offer some elaboration to keep the interest level high and to mitigate lack of engagement.
The text is easily divisible, and this succeeds with teaching the content and helps students stay focused on specific goals and tasks. While it could be reorganized, I would not recommend this as the progression is logical and sound as is. To succeed in writing, logic(logos) is paramount.
As stated above, the text is logically organized, as is, with the exceptions and suggested inclusions mentioned in the section on Comprehensiveness.
Once again, charts, maps, graphs, and visuals are lacking in the interface. Inclusion would make the text much more accessible to learners, so that might need revision. As it is, the text is navigable but could be supplemented, at least the on-line version.
I did not notice many grammatical errors, although the spelling of "judgment" under the Evaluation section should be corrected; yet, diction and syntax are another matter, and may leave room for improvement, but that is a stylistic choice. Spelling errors such as the one mentioned confuse students as they write, since most do not question the accuracy of a classroom textbook, so good to note.
The writers, while not particularly addressing diversity, are from diverse backgounds and that is understood through their essays. The text has a good selection of excellent authors, with various cultural backgrounds and experiences, so the essays should be engaging for students to read, discuss, analyze, and evaluate. Learning hinges on several things, one being different and opposing viewpoints, which students definitely possess and want to see in others as validation; hence, a good mix of writers and styles remains important. The classroom, or learning environment, is a dynamic one, with many different voices.
I enjoyed reviewing this book and understanding the authors' perspectives on the teaching of writing, and while no two people are alike, so much of the content we teach is; and while our approaches may vary, we all are tasked with the ultimate goal of creating life-long learners, as is apparent from this text. Thank you for the opportunity extended.
It's almost entirely comprehensive. My minor concern is, there is a glossary, but I wish it included terms like "predicate" or "independent clause" -- a few of the more sophisticated but common grammar terms, not just the composition terms. A... read more
It's almost entirely comprehensive. My minor concern is, there is a glossary, but I wish it included terms like "predicate" or "independent clause" -- a few of the more sophisticated but common grammar terms, not just the composition terms. A larger concern is the link to the Interactive Grammar Quiz no longer works - I got a 404 error with it. And since apparently it was a hyperlink to another book or course, it may be that the original site is gone or revised.
One other point of mention: the videos and some of the other content seems not only specific to the students within the Louisiana system, but to individual classes. For example, one says, "Since you missed class today, I wanted to provide you with an explanation..." and then refers to an activity the class participated in during an earlier week. So, it's not as open for general use/adoption as one might expect.
The accuracy is good - examples include cultural pieces from South Africa, for example. It's global in this kind of way and accurate in terms of organizing the whole book according to the rhetorical modes. While some scholars might say we've moved to genre-based and not modes-based approaches to teaching writing (e.g., blog posts vs. essays, emails vs. reports, etc.), the modes are still quite in use and commonly taught -- and commonly assigned as topics in all disciplines (ie, compare these two countries' GDPs, explain how a solar plate works, etc.) so the organization structure and assignment nature still is relevant.
Yes - as above. One sample paper, for example compares two nations' capitals - familiar locations and timeless enough that it won't need to be updated with frequency or else appear to be obsolete. Even specifics like "Compare Beyonce to Madonna" is OK because they are each superstars and renowned enough to make sense to younger generations of students.
Very easy to understand. The explanations are thorough but not too long. They get to the point with an easy readability. I didn't find any places that would be confusing. Even, for example, the evaluation or compare/contrast modules were written clearly. Often with c/c textbooks, authors will say "Use a point-by-point or subject-by-subject arrangement." While this doesn't sound confusing on the surface, students can confuse those structures. These authors distinguish between the two by defining them when they first introduce these options.
While there's a consistency and cohesion throughout the text, the consistency is really evident in the way the chapters per each rhetorical pattern is organized - with an explanation, with samples, even with things like the appropriate kinds of signal or transition words commonly used when writing in that mode. The authors provide a list of features or expectations, (e.g., reminding students to avoid switching verb tenses, to say in first or third person point of view, etc.). The rubric for the discussion posts are clear and are used for each discussion correlating to the four major writing assignments. The authors even provide sample bulleted lists topics for each assignment. Where different module writers embedded a video as part of the lecture, it seemed organic and not inconsistent compared to the others. It's great how that sense of consistency occurs even though three different authors wrote the separate modules and "anonymous" wrote the grammar/review materials.
I definitely appreciated the arrangement/modularity. The book takes its time in explaining the steps of the writing process in individual modules (1-4), then it takes each of the rhetorical patterns in term, then last it provides grammar/mechanics review, a glossary and other back material. I found it very easy to navigate and find what I wanted.
I just sort of touched on the organization with the modularity. They explain the writing process before any writing begins, they have the modules with the rhetorical patterns which is where the writing would occur, and then finally they have the finer points (revising/editing aspects) at the end by way of the grammar/mechanic, glossary and review. The book is organized according to the writing process, beginning to end.
No interface issues, just that broken interactive quiz link mentioned earlier. The authors didn't really include any images but did embed some videos, e.g., related to thesis sentences or one about homelessness as part of the "cause/effect" module. The videos played even if their content was individual-class-that-day specific and not created for general OER use.
Well, since it's written by English instructors, the writing and grammar is fine, and the vocabulary level is very accessible.
I think there could be a bit more multiculturally. There was the essay about South Africa and a text by Amy Tan. I noted the inclusion of the homelessness video as a good example of economic variety and the idea of insider/outcast. But they might want to include a set of supplemental readings that don't have to do with Louisiana and its food, or other standard US readings (even Amy Tan is mainstream). Even if they were to stay within Louisiana, they don't offer anything related to its indigenous or Creole populations. Rather than clutter each module with additional readings that add length and could overwhelm the student, a complementary selection of readings correlated to the various rhetorical modes would provide the students with extra examples and the faculty with an array of readings to assign.
I'd actually consider using it for my developmental English class even though the authors state it's geared for Comp I. The way they introduce process, grammar fundamentals, and the modes is exactly how I structure my course. The only issue I would have with holistically using this book is that the theme I take of murals and public art of course don't appear here. I'd have to supplement this book with readings and assignments (reading comprehension, vocab building, note-taking/annotation) with my own materials. Still, this book, its rubrics, "things to include in your paper" aspects, and more make it extremely useful. I wouldn't find it cumbersome at all to supplement or complement it with materials to support our SLOs.
Dear Colleagues, I am glad to be part of the Reading and Commentary as these recent years showed me "tired" Readings, lessons, and Plans. I did add readings, various exercises, current informational readings. The process of reading, observing... read more
I am glad to be part of the Reading and Commentary as these recent years showed me "tired" Readings, lessons, and Plans. I did add readings, various exercises, current informational readings. The process of reading, observing outside items, and writing/response is expected in this generation for not only academia but the professions and vocation worlds.
Viewing the AIM of the text brought me to comment on the following:
* The edition seems to be presented in an orderly, traditional subject-chapter way
This textbook spells out the essay writing in min-genres, as I might say, from define, what is? to position writing.
I assume personal, instructor add's can and enhance this text.
The text is explanatory and logical in style. An instructor may add the further functions of our Subject as WRITING is
everywhere. My samples, for ex, include TV AD's, medical/RX brochures and lyrics. Mention as this should preface any text
It lends mostly academia slant in a direct, purposeful way on browse examining - plus for a College
The book gives nice hands-on, eyes-on samples for first year students NIce to know that my first weeks" lessons focus
on same as beginning lessons in the book
It proceeds, then, in a nearly elevated way to show Readings and Exercises that could build the hierarchy of forms
* Listing of the Chapters seems to be in a traditional, logical system
**Breakdown as follows - Whether answering a response in a Chemistry class or a brief Writing topic, DEFINE is vital
Use of "is" and metaphors, ex, similes are apparent with other styles added
**Identify and knowledge of a subject - p 50 - notetaking is included, plus for reports
**The Intro to Body of Writing, explained as Body of Essay Parts...I am not fond of this, but rather Main Sentence, Maj Details - as the book writes on Support words - seems always to fit a position/argument style, not narrative, etc.
**Book mentions Outlining, notes - these are skills, too; do not overplay as many duplicate
**Cause/Effect - a tricky style for even fine writers -- uses across vocations, academia ....Step process s/b in this CH
...some of the readings lean from typical, personal samples, but become dense, social
** Compare/Contrast - A very tricky one for beg writers -juggling back-forth is not my RX - but rather a system of features, then the common, then the contrasts..with transition words.
As a view comment, text is finely written with mostly clear directions and varied samples. I might heitate, as mentioned, the use for ALL 111 level classes as the languages in most spots is elevated..This can stimulate and be part of the plan with vocabulary and more samples or can hinder. But, new to us with that refresh note!
Sharon Deyeso, B.A., MEd., Post Graduate Studies
Although I could not read each page, the book seems accurately printed.
Although a few selections were on current issues...most could be applied in time change.
The book explains in a traditional manner, but some language is elevated. Very little jargon.
The book uses a traditional, logical method of setup and retains through the Chapters. Explanations are bit elaborate, but examples are fine.
Yes, and an instructor can add personal readings to supplement the text.
A fine point of the text...the building blocks of writing from a reluctant one to an intermediate writer can follow this blocks.
ALL diagrams or examples (charts) are clear.
No grammar problems.
All readings were appropriate, most were interesting options. I watched for overly sensitive.
The book is refreshing as most of us have older editions of popular books with additions....very little change. I would enhance the texts with additions and noticed a few selections for full essays were broad. Some language is elevated but could be a good vocabulary lookup! ha (Some instructors may sway from it as explanations re needed, then, and not for home reading with elevated language for ALL 111) Thank you for your attention, Sharon Deyeso
Table of Contents
- About This Book
- Adaptation Statement
Course Contents and Syllabus
Major Writing Assignments, Student Worksheets, and Rubrics
Chapter 1: Invention
Chapter 2: Arrangement
Chapter 3: Drafting and Revising
Chapter 4: Editing and Proofreading
Chapter 5: Narrative
Chapter 6: Description
Chapter 7: Definition
Chapter 8: Illustration/Example
Chapter 9: Compare/Contrast
Chapter 10: Evaluation
Chapter 11: Cause and Effect
Chapter 12: Argument
Chapter 13: Grammar and Mechanics Mini-lessons
- Appendix A: Checklist for Accessibility
About the Book
This course equips students with a strong understanding of how to use rhetorical modes that underpin much academic writing. The textbook covers modes related to creative writing, such as narration and illustration, while also covering analytically-focused modes such as comparison and cause and effect. Detailed assignment sheets are supplemented by helpful student worksheets for each major paper assignment. The book's final chapter includes grammar and style exercises.
This textbook has been heavily adapted from material taken from English Composition I: Rhetorical Methods-Based, an OER developed and authored by Lumen Learning. Each chapter’s author has edited and created new content using Lumen Learning’s text as its primary source material, except where otherwise indicated. Where applicable, other source materials have been noted at the chapter level.
This textbook was created as part of the Interactive OER for Dual Enrollment project, facilitated by LOUIS: The Louisiana Library Network and funded by a $2 million Open Textbooks Pilot Program grant from the Department of Education. This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond. This project features a collaboration between educational systems in Louisiana, the library community, Pressbooks technology partner, and workforce representatives. It will enable and enhance the delivery of open educational resources (OER) and interactive quiz and assessment elements for priority dual enrollment courses in Louisiana and nationally. Developed OER course materials will be released under a license that permits their free use, reuse, modification and sharing with others.
The target audience for this project and this textbook are dual enrollment students. Dual enrollment is the opportunity for a student to be enrolled in high school and college at the same time. A dual enrollment student receives credit on both their high school and college transcripts for the same course
About the Contributors
Wanda M. Waller